Open AccessMedical Education in India
Author(s) -
Susmita Sharma,
Gautam Sharma
Publication year - 2017
Publication title -
annals of the national academy of medical sciences (india)/annals of the national academy of medical sciences. india
Language(s) - English
Resource type - Journals
eISSN - 2454-5635
pISSN - 0379-038X
DOI - 10.1055/s-0040-1712806
Subject(s) - curriculum , government (linguistics) , leaps , agency (philosophy) , independence (probability theory) , medical education , health care , medicine , political science , public relations , psychology , sociology , business , pedagogy , social science , linguistics , philosophy , statistics , mathematics , finance , law
India, a country with rich cultural and health care heritage has progressed by leaps and bounds since independence. The health indices have improved and mortality and morbidity have come down signicantly. The health care system of India is a mix of public and private sector. In 2017, there are 479 medical colleges in India with admission capacity of over 60,000 at the undergraduate level. The pattern of modern medical education is modeled after the British system and the rst few medical schools were established in 19th century. Medical Council of India (MCI), the government-mandated regulatory agency for medical education, was formed in 1934. The Government of India is regularly reviewing the existing medical education policy to give it a new direction so as to make the curriculum relevant and responsive to the national needs. The MCI has also recognized the need to reduce the articial compartmentalization of the curriculum into preclinical, para-clinical and clinical disciplines. Horizontal and vertical integration is being promoted but not practiced in most medical colleges. Instruction remains teacher-based and not much emphasis has been laid on self-directed learning. There is a paucity of innovative approaches and lack of adapting the recent technology into most medical schools in India. Skills such as related to communication and managerial domains, and professionalism are not imparted in the current curriculum. While the level of knowledge in the medical sciences is highly unsatisfactory, medical graduates are often found to be lacking in the clinical skills. So far, attempts to introduce innovations in medical education have been limited to certain institutions. Also, there is lack of adequate motivation and opportunities for faculty development. It is strongly felt that there is a need to redene the goals of medical education in India depending upon the needs of the society. MCI has recently attempted designing a need-based curriculum. At present, medical education in India is at a signicant juncture with initiatives coming from both external and internal inuences, and the political will to attain the goal of health for all, India hopes to be in a better position to prepare physicians for the 21st century.